Heffner LP for October 20 October 24

Monday Tuesday Wednesday Thursday Friday

Objectives SWBAT:
Relate plate
tectonics to crustal
features through the
investigation of
topographic maps
SWBAT:
Model the
relationship
between plate
tectonics and
crustal features by
creating a
topographic map
SWBAT
Model the
relationship between
plate tectonics and
crustal features by
creating a
topographic map
SWBAT:
Demonstrate and
understanding of the
TEKS for this unit
8.9 The student knows
that natural events can
impact Earth systems.
(A) describe the
historical development
of evidence that
supports plate tectonic
theory
(B) relate plate
tectonics to the
formation of crustal
features
SWBAT
Generate ideas on
the TEKS for
ECOLOGY UNIT 1
8.11 the student
knows that
interdependence
occurs among living
systems in the
environment and that
human activities can
affect these systems
(A) describe
producer/consumer,
predator/prey and
parasite/host
relationships as they
occur in food webs
within marine,
freshwater, and
terrestrial
ecosystems
(B) investigate how
organisms and
populations in an
ecosystem depend on
and may compete for
biotic and abiotic
factors such as
quantity of light,
water, range of
temperature, or soil
composition
MP ENGAGE:
Introduce the web-
quest

ENGAGE:
Demonstrate a
portion of the lab
and introduce the
students to the
materials
ENGAGE:
Class discussion on
the lab progress
from the previous
day

ENGAGE:

EARTH UNIT I TEST
ENGAGE:
Video from national
geographic on
ecosystems and
abiotic and biotic
factors

Heffner LP for October 20 October 24

LA EXPLORE
In the computer lab
students will go
through a web-quest
that challenges them
to investigate
topographic maps
and their features
EXPLAIN
Students will have to
read information on
topographic maps
during their
investigation that
will explain
topographic maps in
detail
ELABORATE
Students will draw
their own
topographic map
EXPLORE
Using clay the
students will build
a mountain and
then slice it into
pieces from top to
bottom, then trace
the pieces
EXPLAIN
As the students are
creating their
mountain explain
the different
features they are
creating
ELABORATE
Discuss when it
might be
appropriate for a
scientist to make a
model
EXPLORE
Continue mountain
building and
topographic map
making from the
previous day
EXPLAIN
While students are
creating their
topographic maps
from their clay
model, explain the
differences in
elevation and how
they would make a
key for their
topographic map
ELABORATE
Ask the students
how they think
scientists really
create topographic
maps
EARTH UNIT 1 TEST EXPLORE
Set up student
science journal for
ECOLOGY UNIT
I and explore key
terms through a
variety of activities
EXPLAIN
Help the students
understand the
terms related to the
unit
ELABORATE
Have students
brainstorm
different types of
organisms in a
marine ecosystem
N EVALUATE/ASSESS
Formative
assessment through a
short quiz at the end
of the web-quest
EVALUATE/ASSESS
Formative
assessment
throughout the lab
EVALUATE/ASSESS
Exit ticket on
topographic maps
EARTH UNIT 1 TEST EVALUATE/ASSESS
Formative assessment
during the brainstorming
session
Resources Computer lab
Student Science
Journal
Web-quest power
point
Clay
Water
Plastic butter
knives
Map pencils
Lab worksheet
Student science
journal

Clay
Water
Plastic butter knives
Map pencils
Lab worksheet
Student science
journal
EARTH UNIT 1 Test
Scantron
National
Geographic Video
Student Science
Journal
Key Terms
Index Cards
Construction Paper
Markers
Map Pencils